What is an SWC class?

The present Substantial Writing Component (SWC) requirements can be traced to the work of a committee appointed by then President Peter Flawn in 1983. The SWC requirements established were as follows:

o Each course certified as having a substantial writing component must include at least three writing activities per semester, exclusive of in-class quizzes and examinations. These three or more writing activities must total approximately 16 typewritten, double-spaced pages (about 4,000 words). A major rewriting of a paper (requiring additional original writing, not merely editing) can be considered a separate writing activity.

o During the course, each student must receive a timely and detailed critique following each writing activity concerning the quality of the student's written expression and ways in which the paper can be improved.

o The quality of a student's written expression must be an important component in determining the student's course grade.

In 1989, the University Council's Educational Policy Committee reviewed the program and decided that students must take a minimum of four writing courses: freshman Rhetoric and Composition (E 306), sophomore survey of literature (E 316) and two additional SWC courses, at least one of which shall be upper-division.

SWC courses are offered in departments across the University, and are usually designated by "SWC" or "W" in the Course Schedule.

What does a good SWC class look like?

The Substantial Writing Component requirement helps students improve their

o ability to formulate ideas in writing
o ability to write across disciplines
o critical thinking skills
o understanding of course content

An ideal SWC course will use informal, low-stakes writing activities (e.g. freewriting, outlining, email responses to class questions) to allow students to manipulate the language, thinking processes, and concepts of the discipline so that they can more effectively complete formal, high stakes assignments (e.g., arguments, research papers, analyses, web pages).

A combination of low and high stakes writing activities that include opportunities for revision, peer review, quality instructor feedback, and conferencing will improve students' critical thinking as well as their writing.